Watch the clip again and come up with as many noun-verb pairs as they can which would describe different elements of the scene.
E.g. Smoke rising, fire crackling, wind rushing.
Today you will write action sequences to include in your narrative at the end of the week.
To do this you must put yourself into the position of the character of the boy.
To create exciting action sequences it is important that you select powerful verbs and use a variety
of sentence lengths to increase the tension.
Here is the action sequence from when the creature first encounters the boy.
Can you improve the narrative above?
What else could the author have put instead of ‘a twig snapped.’
How could a simile or metaphor be used?
What could we add to the narrative?
Remember that in action sequences we are more interested in the action than the description or
any dialogue, so these should be kept to a minimum.
Send any work you are completing to debeauvoirprimaryschool@gmail.com.
Hi Mr Mckenzie
ReplyDeleteI found the work little bit hard but i have tried my best.
1)Non-verb pairs:
Hungry, greedy Mallodile
Yellow, bright fire
Grey hard stones, pebbles rocks
Green long grass
Brown dark hair
White delicious marshmallows.
2) Noun-verb pairs i could find:
Eyes glaring and teeth snarling
Young boy scout whipped is head around, legs shaking and marshmallow toasting.
3) Short snappy sentence
A twig snapped.
4)A prepositional phrase of time
The marshmallow he had been toasting sat poised on the end of a stick and he thrust it towards the creature.
I will try
He could have put a stick broke apart.
I think i should add more characters.
I like your choices of noun-verb pairs, Lanilde.
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